Alastair Henry • Leif Johansson (grammar)
UPSIDE DOWN
Upside Down är ett läromedel i engelska fÜr gymnasiet. Det här är Üvningsboken till Upside Down B med Üvningar till textbokens noveller, hÜrÜvningar samt grammatikträning. Dessutom innehüller Üvningsboken faktatexter, som anknyter till novellernas teman.
Workbook
Läromedlet Upside Down B betür av ‌ ¡¡ novellantologi ¡¡ Üvningsbok
Upside Down Workbook
¡¡ elev-cd med bokens texter inspelade i mp3-format ¡¡ lärarhandledning inkl cd med hÜrÜvningar ¡¡ webbÜvningar (www.nok.se/upsidedown)
B *4#/
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Contents Us and Them A Bad Day for Baseball......................................................... 5 Trip..................................................................................... 12 Alone and All Together....................................................... 16 Families Big Brother, Little Sister...................................................... 28 Mrs Turner’s Lawn Jockeys................................................. 35 The Summer of My Korean Soldier..................................... 41 The Barrel of a Pen.............................................................. 47 Food for Thought The Champ......................................................................... 54 The Pig Tree........................................................................ 61 Fairy Tales The Selfish Giant................................................................. 69 Once Upon a Time............................................................. 70 Journeys Cooper’s Creek.................................................................... 78 The Night Train at Deoli.................................................... 83 Just Drive, She Said............................................................. 91 Public Places: a Station, a Toilet, a Café and a Bank Saints’ Station, Barcelona.................................................. 103 A Warm Welcome to the President, Insh’Allah!................ 108 Mother Margaret and the Rhinoceros Café........................118 00:02:36:58....................................................................... 125 Drugs Blink and You Miss It....................................................... 130 Crusader Rabbit................................................................ 135
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US AND THEM A Bad Day for Baseball WHAT HAPPENED? 1 When Masa first sees the planes, how does he know immediately that they are not US aircraft? 2 Why does his father think that they are US planes? 3 Why does the boys’ motorbike nearly crash off the road? 4 Why doesn’t Masa seem to know how to use the rifle? 5 Why doesn’t Masa want to use the safety catch on his rifle? 6 Captain Smith doesn’t seem that confident about the boys’ ability to carry out their mission. Why? 7 Why, at the end of the story, does the white, haole, boy apologize to Masa? WHAT DO THEY MEAN? A Work in pairs and read each sentence. What do the highlighted words mean? If you are not sure, perhaps you can use some of these clues to help you: ·· W hat sort of a word is it? (e.g. noun, verb, adjective, adverb) ·· Can it be broken up into parts? Do you know any of these parts? ·· Does the word remind you of a Swedish word? ·· Are there any clues in the sentence, or in the rest of the text that can help you? 1 2 3 4 5 6
I glanced out the window. I peeked out at the sky one more time. A plane raced by, fast. Japanese fighters, swarming like hornets. Just then, Butchie screeched up on his smoky motorbike. The exhaust pipe was hot against my leg. We passed through the city streets, people milling all over the place, everyone looking at the sky. 7 We raced up Ward Avenue, higher and higher, Butchie’s motorbike slowing and straining as the road got steeper. 8 There was an explosion on the bushy hillside nearby. It startled Butchie and he swerved, nearly sending us into a ditch. 9 … people were out on their porches. 10 … picked it up and blew off the dust, then managed to cram it in place in the Springfield. 11 I peeked over at Butchie, who was scowling. A BAD DAY FOR BASEBALL
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The valley was dense and green, a jungle of vines, grass, bushes, and trees Already Butchie had dark sweat splotches on the back of his shirt. Sweat beaded down and dripped off my chin. Mud crept into my mouth and seeped into my shirt. “Wait!” he yelled, motioning for us to stop firing. There was the longest, eeriest silence. The smoky haze from Pearl Harbor now spread out over the island like a dirty blanket, … and so more than one hundred and twenty thousand people of Japanese ancestry, about seventy percent of whom were American citizens, were “excluded” Most had to sell their homes and businesses at great losses or were forced to abandon them altogether. In 1982, the Commission on Wartime Relocation and Internment of Civilians concluded, “Executive Order 9066 was not justified by military necessity.” The broad historical causes … were race prejudice, war hysteria, and a failure of political leadership.
B What do the following phrases mean? Use clues in the text to help you work out the meanings. 1 Someone shook my shoulder. I rolled away, trying to hang on to my dream. There was a storm, rain and thunder – 2 My stomach balled up when I thought that, … 3 My shaky hands were gripping the Springfield so tight somebody would have to pry up my fingers with a screwdriver after this day was done. READING BETWEEN THE LINES 1 How does the father react in the beginning of the story? Why does it seem to take him so long to figure out what is going on? 2 Why do you think Butchie stands there scowling (ser bister ut) when Captain Smith is giving his talk to the boys? 3 How would you compare the ways that Butchie and Masa deal with the situation? What is Butchie’s attitude to the situation? 4 Why do you think that Masa keeps on thinking about the baseball game that he is missing at different times during the day? 5 At the end of the story Masa says that his thoughts were ‘all mixed up’. Are there any other characters that also seem to be struggling to understand what is going on?
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OPINIONS 1 The author, Graham Salisbury, chooses to end his story with a short factual text about what happened to Japanese Americans after the attack on Pearl Harbor. You had probably heard about the Pearl Harbor attack, but did you know about what happened to the Japanese community in America afterwards? Why do you think Salisbury chooses to end the story in this way? 2 Why do you think the American government reacted so strongly in passing the “Civilian Exclusion Order”? 3 How do you think ordinary Americans reacted? 4 Do you think that something like this could happen again today (either in the US or anywhere else in the world)? 5 Do you think that there are any lessons to be learnt from these events? Case Collective punishment It was believed that Japanese Americans were a threat to national security, and so more than one hundred and twenty thousand people were “excluded” from the general population and forced to move into internment camps for the duration of the war.
Work in groups and discuss the following case scenarios, each of which deals with a type of collective punishment (kollektiv bestraffning). For each situation, discuss whether or not the adults acted responsibly and correctly. Then share your responses with another group or the rest of the class. A Blåkulla IF is a Stockholm club that has some very good youth football teams. Each summer the club organizes a training camp, usually in another part of Sweden, for each of its teams. This year the under 19 team has a training camp in Denmark. The training camp goes well until the end of the first of two scheduled weeks. It is Friday night and the players are allowed to go to the local nightclub in the small town where they are staying. The players are told that they have to be back at their camp by 01.00. Most arrive back at that time. However the team captain and four other players stay at the disco and don’t arrive back until 06.00 in the morning. The club leaders are very angry. Later that morning the nightclub owner arrives. He complains to the club leaders about the behaviour of the players who stayed on late at the club, saying that apart from being drunk and abusive they caused a lot of damage (broken glasses, a broken window) and demands that the club pay him 5000 Dkr in compensation. The club leaders agree to pay. Later that morning they gather the team together and explain that the behaviour of the A BAD DAY FOR BASEBALL
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captain and the other players was so bad that they are going to cancel the second week of training and return home to Stockholm. B Jenny Svensson teaches English and Swedish at Einstein gymnasium and is the class teacher for TE2 (a second year class of students on the technology program). One day Niklas, the school’s IT manager, tells her that during a regular check of Internet usage, he found that the two computers in the TE2 classroom had been used to access sites containing pornography. Entering these types of sites is forbidden and all students at the school have signed an ethical use agreement saying that they will use the Internet sensibly and not enter sites that, amongst other things, have a pornographic content. Jenny calls her class to a meeting. She explains what has happened and asks the student/students responsible to come and see her as soon as possible. However, at the end of the week nobody has come to her. She asks Niklas to remove the computers over the weekend. On Monday morning at the regular class meeting she tells the students that she is very disappointed. She continues by saying, “It is your classroom and therefore your responsibility to make sure that the computers are used properly. Therefore I have decided to have them removed. If you want the computers back, it is up to you to find out who is responsible.” C Patrik Johansson teaches maths and science at the Einstein gymnasium. He really enjoys his job, except for those lessons when he has TE2. He hasn’t been able to establish a good relationship with the students and calls them his ‘problem class’. In advance of the National Test in maths, Patrik has been giving the class a series of tests. To give the students an opportunity to experience what it is like to take the National Test, he makes long tests that take a whole double lesson and tells the students that they have to do the tests in silence. After a couple of these tests he suspects that three of the students – Victor, Bojan and Carlos – are cheating. All three have similar answers and all three always go to the toilet for long periods during the test. Patrik thinks that they have hidden material in the toilet. The next time he gives the test he tells the class that nobody will be allowed to leave the room during the test, not even to go to the toilet. Many students complain. So Patrik says, “Well, when there are so many cheats in the class, what else am I supposed to do?”
50 MINUTES Work in groups and use the Internet to find out about one of the following topics. Then present your findings to another group / the rest of the class. ·· The Japanese attack on Pearl Harbor ·· The American military presence in Japan today 8 UPSIDE DOWN B
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·· The 1942 Civilian Exclusion Order. ·· The internment camps where Japanese Americans were imprisoned during World War II ·· The Commission on Wartime Relocation and Internment of Civilians – its report and its recommendations. ·· Baseball – the national sport of both America and Japan. Give a presentation of the rules of the game and the top teams and top players in both the American MLB and the Japanese Central and Pacific leagues. (Suggestion: one group could look at the Japanese league and the other at the American major leagues) WRITING Read the story again and then re-tell the second part of the story – from the point where Captain Smith talks to the boys before they go up the hill – from the perspective of the haole kid (the white American boy) who is the last ‘man’ in the patrol and who is ‘paired off’ with Masa on the way back down. Write the story in the first person (‘I’) and, when telling the story, try and include as many inner thoughts as you can.
Grammar You could see them filling the sky Noticing 1 There were fighters all over the place. You could see them filling the sky above the rooftops. 2 This is where the clip goes. You crank the bolt like this to send a bullet into the chamber. 3 And this is the safety. You can’t use the rifle with the safety on.
A Look at the sentences in the box; If you were to translate them into Swedish the word du is perhaps not the best translation of the highlighted words. Probably, you would choose man instead of du. B How about these sentences? 1 We don’t know what will come next. 2 People were allowed to bring only what they could carry. 3 What if they land guys on the beaches tonight?
Here it would also be possible to use man as translation. A BAD DAY FOR BASEBALL
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C Now have a look at this sentence, which is in the passive. How would you best translate it? No enemy was found.
Perhaps you might start “Man hittade …” Swedish ‘man’ can be: you – often used to give advice, instructions we – if you can include yourself they, people – when we talk about something far away or a group of people a passive sentence – more often than you would expect! NB! One should be avoided as translation for Swedish man, since it is often too formal. Practising Using the methods introduced above, translate the following sentences into English. 1 2 3 4 5 6 7 8
Man ska svänga till vänster vid stoppljuset. På 1800-talet hängde man boskapstjuvar. Man har rivit det gamla huset. Man får inte skriva på bänkarna. Man har andra seder i Sverige. Man väntade honom inte förrän nästa vecka. Man måste vara försiktig med vad man säger. På medeltiden trodde man jorden var platt.
All of whom were Caucasian Noticing 1 … twenty thousand people of Japanese ancestry, about seventy percent of whom were American citizens, were “excluded” from the general population … 2 … ten people were convicted of spying for Japan – all of whom were Caucasian … 3 They sat there half an hour, half of which was spent spreading the news.
How would you translate the highlighted parts of these passages from the text? (You may get some clues by looking at the translation sentences in the Practising section below). You will notice that word order differs from Swedish. Notice also that the word form whom is necessary when we are talking about people. Otherwise we use which.
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Practising A Make each of the two sentences that follow into a single sentence using either of whom or of which. 1 The policewoman talked to many witnesses. One of them was her cousin. 2 A single cell divides into two identical cells. Each of them divides again to produce a four-celled structure. 3 Two suggestions were given. Neither of them was accepted. 4 There are many candidates. Five of them should be given an interview. B Now split the following sentences into two separate sentences: 1 They had three Rottweilers, the first of whom died last year. 2 Ten Green Party candidates ran at the 2009 general election, only one of whom was successful. 3 For tourists, there are countless festivals and celebrations, a selection of which is listed below. 4 I read an article about four successful rap artists, two of whom are collaborating on a new album. C Translate these sentences into English using the constructions that you have been practising: 1 2 3 4
Jag fick många anbud, av vilka endast ett var acceptabelt. Det satt tio personer på puben, av vilka två var holländare. Bröderna Bus rånade trettio banker, av vilka några låg i norra delen av landet. De hade många medlemmar i klubben, av vilka inte alla var entusiastiska.
Writing Imagine that a military aircraft on a training flight crashes into your school one morning. Miraculously, although quite a few people are injured, nobody is killed. Many of the buildings are destroyed or badly damaged. You decide to make the most of this opportunity and to write a short article in English that you will send to an online newspaper (you have heard that they pay $500 for every article published). In the article you describe what happened to the school buildings and the people who were inside. Use as many of whom and of which phrases as possible!
A BAD DAY FOR BASEBALL
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Trip What Happened? 1 What three pieces of advice does the storyteller’s friend Charles give to him? 2 Why is neither flying to San Francisco, taking the train nor hitchhiking an option for the storyteller? 3 Why, according to the storyteller, might taking the bus be just as risky as flying? 4 Why does the storyteller take the marijuana with him on the bus? 5 Why doesn’t the storyteller sit next to the fat man? 6 Why is Marcos taking the bus to San Francisco? What Do They Mean? A Work in pairs and read each sentence. What do the highlighted words mean? If you are not sure, perhaps you can use some of these clues to help you: ·· What sort of word is it? (e.g. noun, verb, adjective, adverb) ·· Can it be broken up into parts? Do you know any of these parts? ·· Does the word remind you of a Swedish word? ·· Are there any clues in the sentence, or in the rest of the text that can help you? 1 2 3 4 5 6 7 8 9 10 11 12 13
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There were a few chartered bus rides under my belt – mostly high school field trips or other such activities – but this would be my first time on … … , and I still couldn’t find an affordable plane ticket. “… In yet another apparent bus-jacking … A man accosted the driver with a knife I tossed my big backpack over my shoulders, put on my sunglasses, … I put the contraband in my front T-shirt pocket. It wouldn’t break there, … The driver hollered at me to hurry as I threw my pack in the undercarriage. The driver told me no one was allowed to sit in those seats closest to the front, a new corporate rule. Things gathered, I stood in the aisle, balancing. … driver helped me shove my big pack into the belly of the bus while it idled and coughed diesel smoke, … I noticed the fat man’s bleeding wound on the window-side of his forehead. The crease of his over-starched pants brushed my arm … His shaved head made his ears stick out and his smile said embarrassment as they jerked him sideways down the aisle. The younger Mexicans asked questions of the older Mexicans in Spanish. The moms gossiped.
UPSIDE DOWN B
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14 Out the window the troopers casually swaggered to their cars, laughing and shaking hands … 15 The bleeding fat man reclined his seat. 16 He smiled, shrugged and sat there, legs stretched out, gazing into the pitch-dark salt flats. 17 He herded the bum types back on the bus. B What do the following phrases mean? Use clues in the text to help you work out the meanings. 1 Despite a rash of recent bus-jackings, Greyhound’s $120-round-trip ticket to SF seemed like a steal. 2 … we pulled off at a filling station for a short break. Reading Between The Lines 1 Why do you think that the Greyhound company have painted a thick yellow line behind the first three rows of seats? Why do you think that Greyhound have introduced this new rule? 2 What is the storyteller’s attitude to the police? What clues are there in the text? 3 Why do you think that the storyteller is prepared to take the risk of offering to share his marijuana with a complete stranger? Opinions 1 An unusual way of telling a story Make sure you dress kinda shitty / How bad could it be / Fuck it / Headline News
a Why do you think that the author, Jeff Knutson, decided to divide his story up into short paragraphs? b What might be the point of starting each paragraph with a short, catchy phrase? 2 The good guys and the bad guys “You know they thought I was a terrorist back there? I match a description, they say.”
Anyone who lives in a democratic country, like the USA, the UK or Sweden, has a number of basic civil rights. For example, the police must have a good reason to arrest someone and the police can only hold someone for a certain period of time before either charging them (anklagar dem) or releasing them. However, for people suspected of terrorism, these rules do not always apply. Discuss the following questions and be prepared to give reasons for your views: ·· Do you think that people suspected of terrorism should have the same rights as any other citizens? TRIP
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·· Do you think that it is OK that, in times of emergency, the police should have special extended powers (utökade befogenheter) to arrest and hold people suspected of terrorism? ·· In times of danger, is the protection of ordinary people more important than the rights of the individual? ·· Are there any risks in giving the police extended powers? Can you think of examples? 50 minutes Split up into small groups. A greyhound bus leaves my town bound for Wherever, USA four times a day. I had to get to San Francisco: twenty-six hours, two layovers – Salt Lake and Sacramento – and one bus change in Laramie from point A.
Where is ‘point A’? Use resources on the Internet to locate ‘point A’. Then choose one of the following destinations and imagine that you are going to take a journey there from ‘point A’ by Greyhound bus. Miami, Florida, Boston, Massachusetts Washington DC San Diego, California Fairfield, Ohio Seattle, Washington State El Paso, New Mexico
·· How long will the journey take? ·· How much will it cost? (Imagine that you are not entitled to any discounts) ·· How many layovers (longer stops) will there be? ·· How many times will you have to transfer to another bus? ·· What music would you have on your iPod?
Imagine that you are going to make the journey but are going to stop for one day at one of the transfer points. Use the resources of the Internet to plan a day’s sightseeing in the town you have chosen. Present all of your findings (including where you think point A might be) to the other groups in the class. Writing “I don’t know what happen to me at the next stop”
Continue the story of the bus journey all the way to San Francisco. When telling the rest of the story, use the same style as the author; short paragraphs of not more than five sentences that start with a phrase designed to catch the reader’s attention. Be as imaginative as you like in deciding what happens!
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Grammar There were a few chartered bus rides under my belt Noticing 1 There were a few chartered bus rides under my belt … 2 There were few chartered bus rides under my belt … 3 I nearly sat with a large man, but foresight saw little sleep there. 4 I nearly sat with a large man, and foresight saw a little sleep there.
Look at the two sets of sentences in the boxes. What does each sentence mean? Did you notice that you use a few / a little in a positive sense, and few / little in a negative sense? Here is another useful general rule about the use of few and little: ·· You use a few / few about countable nouns, words that appear in both the singular and the plural, like table – tables or problem – problems. ·· You use a little / little about uncountable nouns, words that only appear in the singular, like air or love. Practising Now look at the following sentences. For each one choose whether to insert a few / a little / few / little: 1 There is … juice left. We’ll have to buy some more this evening. 2 I think there’s … whisky left. Would you like some? 3 Unfortunately, we had … lessons and … time to revise for the test. 4 Fortunately, we had … lessons and … time to revise for the test. 5 ABBA sang: “If I had … money – in the rich man’s world.” 6 Look! I still have … dollars. Writing Here are six uncountable nouns that are countable nouns in Swedish. Write your own sentences using these nouns, together with few / a few / little / a little. advice
cash
furniture
homework
money
news
TRIP
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Alone and All Together What Happened? 1 Why does Sally answer ‘any channel’ when her mom asks her which channel to switch on to? 2 The ‘cocktail’ of medication that Libby’s mother has been given isn’t working very well. Why is this, and what effect is this having? 3 How do we know that Libby and Sally’s dad’s apartment is close to the World Trade Center? 4 How do the two sisters react to the news that their parents are getting divorced? 5 In what sense is Libby’s family different to the stereotypes that most people have of Arabs? 6 Why has Libby stopped going to Arabic lessons? 7 What question is the little guy asking Ahmed when he says, “So are you or aren’t you?” 8 How do the other people react when Libby steps up to the little guy? 9 What thoughts pass through her mind when Libby looks up at the Sears Tower on her way home? 10 What decision does Libby make after the incident with the little guy? What Do They Mean? A Work in pairs and read each sentence. What do the highlighted words mean? If you are not sure, perhaps you can use some of these clues to help you: ·· What sort of word is it? (e.g. noun, verb, adjective, adverb) ·· Can it be broken up into parts? Do you know any of these parts? ·· Does the word remind you of a Swedish word? ·· Are there any clues in the sentence, or in the rest of the text that can help you? 1 “Don’t you have the TV on?” She gives us that impatient, exasperated sigh of hers that I haven’t missed one bit in the week she’s been gone … 2 The heat is so intense, a newscaster is saying, that people are jumping. 3 … she decided to start wearing the scarf they call hijab, and she’s had some hassle about that already, kids making fun of her. 4 … how the signal devices attached to their gear are going off because they haven’t moved. 5 The rescuers say they can hear beepers too, and cell phones ringing beneath the rubble. 6 “Soon as we go outside,” she says, “our eyes start stinging.” 16 UPSIDE DOWN B
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I remember looking over at Sally, my big sister, and there she was nodding her head and playing along … … kids gathered outside the high school waving flags and shouting anti-Arab insults at passing cars. A firebomb was tossed at the Arab American community center where Jamila and I take Arabic lessons. I try to give her an encouraging smile. Lots of people were displaced because of all the debris, and New Yorkers are opening their homes, putting them up. “Every day there’s another memorial service, another vigil,” she says, sounding about to go trembly. “It helps if you feel you’re part of a community,” Mom says in her soothing therapy voice. There are bookstores there and coffee shops and delis and places that sell used vintage clothing. … our usual Arabic lessons have been suspended because of threats to the mosque … … people passing by are turning and noticing me, as if they can detect Arabic in my brain, or something. His teeth clench as he speaks, his lips barely move. Ahmed tries to yank his arm away … I look at Erin next to me, but she’s making little swallowing noises like she can’t talk. … they just back off and walk away cocky, looking people in the eye so they’ll make way. Being afraid is catching, but so is being brave. It sounded to her like voices wailing, calling to one another across the city.
B What do the following phrases mean? Use clues in the text to help you work out the meanings. 1 But my sister believing that they’d actually want her to move in with them just goes to so show what a denier she is. 2 … the nightmares that … other friends tell me they’ve been having every night, airplanes chasing them, buildings tumbling down on them. 3 The guy almost steps back but then he gives a shove that spins Ahmed up against a display window, …
ALONE AND ALL TOGETHER
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Alastair Henry • Leif Johansson (grammar)
UPSIDE DOWN
Upside Down är ett läromedel i engelska fÜr gymnasiet. Det här är Üvningsboken till Upside Down B med Üvningar till textbokens noveller, hÜrÜvningar samt grammatikträning. Dessutom innehüller Üvningsboken faktatexter, som anknyter till novellernas teman.
Workbook
Läromedlet Upside Down B betür av ‌ ¡¡ novellantologi ¡¡ Üvningsbok
Upside Down Workbook
¡¡ elev-cd med bokens texter inspelade i mp3-format ¡¡ lärarhandledning inkl cd med hÜrÜvningar ¡¡ webbÜvningar (www.nok.se/upsidedown)
B *4#/
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